Description of Krashen's Theory of Second Language Acquisition
Krashen's theory of second language acquisition consists of five main hypotheses:
Acquisition-Learning hypothesis,
Monitor hypothesis,
Natural Order hypothesis,
Input hypothesis,
Affective Filter hypothesis.
The Acquisition/Learning Hypothesis
Distinction between acquiring and earning a second language. Acquisition is a natural language development process that occurs when the target language is used in meaningful interactions with native speakers. Also, during these interactions there is no particular attention to form. Language learning refers to the formal and conscious study of language forms and functions as taught in foreign language classrooms.
The Monitor Hypothesis Formal study of language leads to the development if an internal grammar editor or monitor. Three conditions are necessary for students to use the "monitor":
1. sufficient time
2. focus on grammatical form
3. explicit knowledge of the rules
The monitor is easier to use for writing that it is for speaking. Krashen recommends that the focus of language teaching should be communication, not rote rule learning.
Natural Order Hypothesis
Language learners acquire (rather than learn) the rules of language in a predictable sequence. For any given language, some grammatical structures tend to be acquired earlier than others. This idea reflects Noam Chomsky’s revolutionary notion that we all have a built-in Language Acquisition Device (LAD), which within the first year of our lives begins to enable us to understand and acquire language.
Because of the nature of the LAD, we tend to learn different structures at different levels as young children.
The Input Hypothesis
The input hypothesis suggests that people acquire language in only one way: by understanding messages, or by receiving ‘comprehensible input’. According to the input hypothesis, learner’s progress by receiving second language input that is one step beyond their current stage of linguistic competence. Acquisition for learners with language knowledge “i” can only take place if they are exposed to comprehensible input at a slightly higher level, which Krashen describes as level “i + 1”.
The Affective Filter Hypothesis
The Affective Filter Hypothesis proposes that a mental block caused by affective or emotional factors can prevent input from reaching the student’s language acquisition device. The affective filter hypothesis says that affective variables like self-confidence and anxiety play a role in language acquisition. When the filter is up – that is, when negative emotional factors are in play – language acquisition suffers. When the filter is down, it benefits. Krashen urges teachers not to force production, instead allow students a silent period
during which they can acquire some language by listening and understanding, instead of learning it through rote skills. Maintain a low anxiety learning environment because students will be motivated to learn the language, have self confidence and self esteem.
Putting Krashen’s Ideas to Use
Tracy Terrell worked with Krashen to create the nuts-and-bolts practical applications of the natural approach. He borrowed widely from many methods, adapting them to meet the requirements of natural approach theory. “What characterizes the Natural Approach is the use of familiar techniques within the framework of a method that focuses on providingcomprehensible inputand a classroom environment that uses comprehension of input, minimizes learner anxiety, and maximizes learner self-confidence.”
He held students to a high level of accountability. They must be clear about their goals, take active roles in ensuring that input is comprehensible, make decisions about when to start producing speech, and even contribute to choices about the amount of time to be spent on grammar, for example. The teacher is a central figure in the natural approach classroom, however – the primary source of comprehensible input, and responsible for creating a friendly and encouraging class atmosphere. Also, of course, the teacher must find and introduce a rich mix of classroom activities to make the approach work.
The focus is always on introducing a little more English usage to what the students already have – i + 1, in Krashen’s formulation, – and to do so in a warm and receptive classroom. The method makes wide use of realia, props and visuals (typically magazine pictures) to introduce new vocabulary and practice comprehensible input.
Description of Krashen's Theory of Second Language Acquisition
Krashen's theory of second language acquisition consists of five main hypotheses:
The Acquisition/Learning Hypothesis
Distinction between acquiring and earning a second language. Acquisition is a natural language development process that occurs when the target language is used in meaningful interactions with native speakers. Also, during these interactions there is no particular attention to form. Language learning refers to the formal and conscious study of language forms and functions as taught in foreign language classrooms.
The Monitor Hypothesis
Formal study of language leads to the development if an internal grammar editor or monitor. Three conditions are necessary for students to use the "monitor":
1. sufficient time
2. focus on grammatical form
3. explicit knowledge of the rules
The monitor is easier to use for writing that it is for speaking. Krashen recommends that the focus of language teaching should be communication, not rote rule learning.
Natural Order Hypothesis
Language learners acquire (rather than learn) the rules of language in a predictable sequence. For any given language, some grammatical structures tend to be acquired earlier than others. This idea reflects Noam Chomsky’s revolutionary notion that we all have a built-in Language Acquisition Device (LAD), which within the first year of our lives begins to enable us to understand and acquire language.
Because of the nature of the LAD, we tend to learn different structures at different levels as young children.
The Input Hypothesis
The input hypothesis suggests that people acquire language in only one way: by understanding messages, or by receiving ‘comprehensible input’. According to the input hypothesis, learner’s progress by receiving second language input that is one step beyond their current stage of linguistic competence. Acquisition for learners with language knowledge “i” can only take place if they are exposed to comprehensible input at a slightly higher level, which Krashen describes as level “i + 1”.
The Affective Filter Hypothesis
The Affective Filter Hypothesis proposes that a mental block caused by affective or emotional factors can prevent input from reaching the student’s language acquisition device. The affective filter hypothesis says that affective variables like self-confidence and anxiety play a role in language acquisition. When the filter is up – that is, when negative emotional factors are in play – language acquisition suffers. When the filter is down, it benefits. Krashen urges teachers not to force production, instead allow students a silent period
during which they can acquire some language by listening and understanding, instead of learning it through rote skills. Maintain a low anxiety learning environment because students will be motivated to learn the language, have self confidence and self esteem.
Putting Krashen’s Ideas to Use
Tracy Terrell worked with Krashen to create the nuts-and-bolts practical applications of the natural approach. He borrowed widely from many methods, adapting them to meet the requirements of natural approach theory. “What characterizes the Natural Approach is the use of familiar techniques within the framework of a method that focuses on providing comprehensible input and a classroom environment that uses comprehension of input, minimizes learner anxiety, and maximizes learner self-confidence.”
He held students to a high level of accountability. They must be clear about their goals, take active roles in ensuring that input is comprehensible, make decisions about when to start producing speech, and even contribute to choices about the amount of time to be spent on grammar, for example. The teacher is a central figure in the natural approach classroom, however – the primary source of comprehensible input, and responsible for creating a friendly and encouraging class atmosphere. Also, of course, the teacher must find and introduce a rich mix of classroom activities to make the approach work.
The focus is always on introducing a little more English usage to what the students already have – i + 1, in Krashen’s formulation, – and to do so in a warm and receptive classroom. The method makes wide use of realia, props and visuals (typically magazine pictures) to introduce new vocabulary and practice comprehensible input.
http://languageinstinct.blogspot.com/2006/08/krashen-revolution.html